HS-ESS3-1    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

Crosscutting Concepts

Cause and Effect

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Science, Engineering, and Technology on Society and the Natural World

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-1)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1)

HS-ESS3-1    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

Crosscutting Concepts

Cause and Effect

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Science, Engineering, and Technology on Society and the Natural World

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-1)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1)

HS-ESS3-1    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

Crosscutting Concepts

Cause and Effect

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Science, Engineering, and Technology on Society and the Natural World

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-1)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

 

Related Evidence Statements
HS-ESS3-1-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit C.1: Thermodynamics in Earth’s Systems
High School: OpenSciEd Unit C.5 Energy from Chemical & Nuclear Reactions
Related Example Bundles
High School Conceptual Progression Model Course 3: Bundle 4
High School Domains Model Course 3: Life Sciences: Bundle 6

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...